Name: K. Drobac
Woodland Hills High School
Lesson Plans
Date: February 9, 2012
Content Area: French 1
Length of Unit: 25 days
Edline was updated this week: YES
My class website was updated this week: YES
Lesson Topic (Standard/Anchor): Greetings,
introductions, and farewells; Class commands and
objects, colors, prepositions, numbers, time, days of
the week, months of the year; weather; Describing
oneself and others. Describing what they and others
do and don’t do, like and dislike; Holiday
celebrations.
Stage I – Desired Results
Big Ideas:
Interpersonal Communication
Culture
Comparisons
Connections
Standard(s):
Standards: 12.1.1.S1.B, 12.1.1.S1.C, 12.2.1.S1.B,
12.2.1.S1.C, 12.2.1.S1.D, 12.2.1.S1.F, 12.5.1.S1.A,
12.5.1.S1.B, 12.5.1.S1.C
Anchor(s): R11.A.2 (Proposed PA Standards for FL
Learning)
Anchor(s): R8.A.2, M8.D.1
Student Objectives (Competencies/Outcomes):
Students will be able to:
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Greet each other and introduce themselves in
the target language (TL)
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Take leave of each other in the TL
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Discern between formal and informal
situations
Essential Questions:
How does one become a successful
student of French?
•How do you use a French-English,
English French Dictionary?
•How do you greet and take leave of
someone in the TL?
•How do you introduce yourself to
someone in the TL?
Understanding Goals (Concepts):
Vocabulary about people, places, everyday
objects in areas such as family, school,
environment
•Greetings with appropriate gestures
•Expressions of preferences, politeness,
possessions
•Social interactions, practices, and
perspectives Students know...Social
relationships for peer age groups
 Authentic but highly visual materials
that address subject matter from
other courses (e.g., Earth Day
materials in the target language, food
pyramids)
Vocabulary:
 Bonjour, Salut
 Titles (Monsieur, Madame,
Mademoiselle, and their
abbreviations)
 Je m’appelle…, Comment t’appellestu?/Comment vous appelez-vous?;
Il/Elle s'appelle…
 Au revoir, Ciao
 Colors and prepositions
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Identify common classroom objects
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Perform specific actions in response to basic
class commands and use specific classroom
phrases to satisfy basic classroom needs
(sharpening a pencil, for example)
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Recite the French alphabet and associated
sounds and basic words with proper
accentuation
Speak and write common vocabulary, phrases
and structures during activities with the
teacher, classmates and family
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Name everyday objects
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Identify nouns as masculine or feminine and
use the correct articles with them
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Describe their physical appearance and
personality traits using various adjectives and
the verb être in its affirmative and negative
forms.
Describe what they and others do and don’t
do using a variety of –ER and -IR verbs
Discuss their classes and how they feel about
them
Describe what they and others like and dislike
Discuss French winter holiday celebrations
Describe their families, homes, and pets
Tell what they and others have and don’t
have
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•How do you interact appropriately
with a native French speaker?
What is the difference between
formal and informal register in
French?
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Indefinite articles (un, une, and des)
Definite articles (le, la, l’, les)
Time expressions
Days of the week
Months of the year
Weather expressions
Adjectives describing people and
things
The verb être and the negative
expression ne…pas
Assorted regular –ER verbs denoting
the regular activities of typical
adolescents
School subjects
Likes and dislikes vocabulary
(personalized, based on students’
requests)
Holiday vocabulary
Vocabulary pertaining to the home,
family, and pets
The verb avoir and expressions
associated with it
Irregular adjectives before the noun
(BANGS)
The irregular verbs aller and boire
Vocabulary pertaining to modes of
transportation and places around
town
Vocabulary associated with ordering
in a restaurant
Restaurant- and café-related food
and drink vocabulary
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Use various idiomatic expressions involving
the verb avoir
Describe people and things using irregular
adjectives before the noun
Discuss and describe various French holiday
customs and compare them to our own.
Describe houses and furniture
Discuss housing and French family life
Order at a café or restaurant
Describe typical café food
Tell where they or others are going and how
they are getting there
Stage II – Assessment Evidence
Performance Task(s): Response to questions (verbally and on
Formative Assessment(s): Graphic organizers, thumbs-up, exit
whiteboard); TPR; Hold up correct response cards; Tell how many tickets, open-ended questions, think-pair-share, response
of something they see; Tell what day of the week it is; State the
cards, summarizing main ideas, brief in-class writing prompt,
date; demonstrate the meanings of a group of regular –ER, –IR,
pre-assessment, portfolios, warm-ups
and -RE verbs through a game of Charades or Pictionary; Describe
their typical activities; Menu project; Class discussion; Categorize
various vocabulary items as being quelque chose à manger or
quelque chose à boire; MacDo dialogue; Around Town map
activity.
Stage III – Learning Plan
Materials & Resources: LCD projector; computer with internet
access; DVD player; activity response sheets; textbooks; Larousse
French-English, English-French dictionaries; writing utensils;
notebooks; coloring implements and drawing paper
Scaffolding: Graphic organizers, guided notes, build vocabulary,
build on prior knowledge, chunking, provide visual support,
teacher prompting, KWL, highlighting, grouping students by
interest, provide feedback throughout the process, make
connections to prior knowledge whenever possible.
Active Engagements: Note-taking, graphic organizers, summarizing,
higher-level thinking skills, cooperative education, partnering,
whole-class response, think-pair-share, compare-contrast, random
reporter
Content Area Reading: French Culture-Christmas in France;
Activities of typical French families; Dwellings in France; French
holiday customs
Instructional Procedures*: (Include Mini-Lessons)
Monday
2/13/12
Tuesday
Day
Procedures
 Administer and review
warm-up activity.
 Review forms of aller,
and the formation of the
futur proche.
 Introduce the Dans
l’avenir... composition.
 Help students
brainstorm the
vocabulary they need for
their individual
compositions.
 Direct the students to
write a composition
describing what they are
going to do in the
future. (Do the first item
for the class, and the
second one with their
help. Then direct
students to complete the
rest on their own.)
 Monitor and assist
students as they write
their compositions
2/14/12
Wednesday
Day
 Administer and review
warm-up activity.
 Explain and discuss
the peer-review
process.
 Introduce the peerreview rubric.
 Have students read
and review each
other’s compositions.
 Direct students to
rewrite their
compositions, taking
their reviewer’s
suggestions into
account. (Do the first
item for the class, and
the second one with
their help. Then direct
students to complete
the rest on their own.)
2/15/12
Day
 Administer and review
warm-up activity.
 Briefly review adjective
agreement and
position and the
notions of gender and
number.
 Introduce the adjective
quel via example
questions (“Which
____ do you prefer?)
and answers which
encourage students to
make a choice (“This
___ or that ___?”).
 Show students quel
and the demonstrative
adjectives in written
examples and ask them
to identify the forms of
each and explain how
to use them and their
placement in relation
to the nouns they
modify.
 Direct students to
interview each other
about their preferences
using the adjective quel
and answering using
Thursday
2/16/12
Friday
Day
 Administer and review
warm-up activity.
 Review the adjective
quel and the
demonstrative
adjectives, and the
definite articles (le, la,
l’, and les).
 Introduce the adjective
tout via examples in
context.
 Direct students to
analyze the examples
and formulate the rule
for using this new
adjective.
 Have students
participate in an
activity using the
adjective tout. (Do the
first item for the class,
and the second one
with their help. Then
direct students to
complete the rest on
their own.)
2/17/12
Day
 INSERVICE-No School
for Students
Assignments
 Direct students to finish
writing their
compositions.
 None
the demonstrative
adjectives. (Do the first
item for the class, and
the second one with
their help. Then direct
students to complete
the rest on their own.)
 Monitor and assist
students as they
complete their activity.
 At the end of the
activity, have students
share their results with
the class.
 Direct students to
complete a practice
activity on the
adjective quel, if
necessary.
 Direct students to
complete a practice
activity on the
adjective tout, if
necessary.
* Include Active Engagement, Explicit Instruction, Meta-cognition, Modeling, & Scaffolding
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